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What is genuinely new is how modern economic and societal change makes collective and individual success depend on these skills. The text emphasizes that equity requires deliberate teaching of such abilities for all students, along with complete curricula and stronger teacher preparation and assessment.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/21st-century-skills-the-challenges-ahead/592329/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/21st-century-skills-the-challenges-ahead/592329.png","ImageObject",300,407,{"name":92,"@type":93},"McGucket","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-25","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":14},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"Are 21st-century skills truly new, according to the text?","Question",{"text":112,"@type":113},"No. Critical thinking, problem solving, and related literacies are portrayed as long-standing human capabilities, even if modern demands make their universal teaching more urgent.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"Why does the document say education systems are not teaching these skills effectively for all students?",{"text":117,"@type":113},"It argues that current instruction depends too much on chance—students benefit mainly when they attend highly effective schools or encounter strong teachers.",{"name":119,"@type":110,"acceptedAnswer":120},"What does the document say reforms must include to be effective?",{"text":121,"@type":113},"It calls for a complete instructional program, revamped teacher training regarding human capital, and new assessments capable of measuring richer learning and complex tasks.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},592329,1792891805,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":14,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":19,"language":139,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":140,"faqs":141,"seo_title":142,"seo_description":67,"update_tm":143,"read_time":52},1236954412713,"https://us-avatar.wpscdn.com/davatar_29158cc5080c5b710cf443261637dec0","“, beuturorthC”hSalls  \nBy Andrew J. Rotherham and Daniel T. Willingham  \nA growing number of business  \nleaders, politicians, and educa  \ntors are united around the idea  \nthat students need “21st-century skills” to be successful today. It’s exciting to believe that we live in times  \nAndrew J. Rotherham, cofounder of and partner with Bellwether Education Partners, writes [the blog](the blog Eduwonk.com. Daniel T. Willingham)[ Eduwonk.com](the blog Eduwonk.com. Daniel T. Willingham)[. Daniel T. Willingham](the blog Eduwonk.com. Daniel T. Willingham), professor of cognitive psychology at the University of Virginia, is the author of Why Don’t Students Like School? and American Educator’s“Ask the Cognitive Scientist” column. Source:“21st Century Skills The Challenges Ahead,” by Andrew J. Rotherham and Daniel Willingham, 2009, Educational Leadership 67(1), pp. 16–21.© 2009 by ASCD. Reprinted with permission. [Learn more about ASCD at](Learn more about ASCD at www.ascd.org)[ www.ascd.org](Learn more about ASCD at www.ascd.org).  \nthat are so revolutionary that they demand new and different abilities. But in fact, the skills students need in the 21st century are not new.  \nCritical thinking and problem solving, for example, have been components of human progress throughout history, from the development of early tools, to agricultural advancements, to the invention of vaccines, to land and sea exploration. Such skills as information literacy and global awareness are not new, at least not among the elites in different societies. The need for mastery of different kinds of knowledge, ranging from facts to complex analysis? Not new either. In The Republic, Plato wrote about four distinct levels of intellect. Perhaps atthe time, these were considered“3rd-century BCE skills”?  \nWhat’s actually new is the extent to  \nwhich changes in our economy and the world mean that collective and individual success depends on having such skills. Many U. S. students are taught these skills—those who are fortunate enough to attend highly effective schools or at least encounter great teachers—but it’s a matter of chance rather than the deliberate design of our school system. Today, we cannot afford a system in which receiving a highquality education is akin to a game of bingo. If we are to have a more equitable and effective public education system, skills that have been the province of the few must become universal.  \nThis distinction between “skills that are novel” and “skills that must be taught more intentionally and effectively” ought to lead policymakers to different education reforms than those they are now consider-  \nillustrations by nenaD JaKeseViC  \nAMERICAN EDUCATOR | SPRING 2010 17  \ning. If these skills were indeed new, then perhaps we would need a radical overhaul of how we think about content and curriculum. But if the issue is, instead, that schools must be more deliberate about teaching critical thinking, collaboration, and problem solving to all students, then the remedies are more obvious, although still intensely challenging.  \nWhat Will It Take?  \nThe history [of U.S. education](of U.S. education) reform should greatly concern everyone who  \nthree primary components. First, educators and policymakers must ensure that the instructional program is complete and that content is not shortchanged for an ephemeral pursuit of skills. Second, states, school districts, and schools need torevamp how they think about human capital in education—in particular, how teachers are trained. Finally, we need new assessments that can accurately measure richer learning and more complex tasks.  \nFor the 21st-century-skills effort to be effective, these three elements must be  \nEducators and policymakers must ensure that content is not shortchanged for an ephemeral pursuit of skills. Skills and knowledge are intertwined.  \nwants schools to do abetter job of teaching students to think. Many reform efforts, from reducing class size to improving reading instru","cbCaitOv3GeNO5m5","https://ap.wps.com/l/cbCaitOv3GeNO5m5","pdf",796569,"English","# What’s actually new\n## Skills as intentional teaching\n# What will it take?\n## Complete instructional program\n## Teacher training and human capital\n## New assessments for richer learning\n# Better curriculum","[{\"question\":\"Are 21st-century skills truly new, according to the text?\",\"answer\":\"No. Critical thinking, problem solving, and related literacies are portrayed as long-standing human capabilities, even if modern demands make their universal teaching more urgent.\"},{\"question\":\"Why does the document say education systems are not teaching these skills effectively for all students?\",\"answer\":\"It argues that current instruction depends too much on chance—students benefit mainly when they attend highly effective schools or encounter strong teachers.\"},{\"question\":\"What does the document say reforms must include to be effective?\",\"answer\":\"It calls for a complete instructional program, revamped teacher training regarding human capital, and new assessments capable of measuring richer learning and complex tasks.\"}]","21st-Century Skills: The Challenges Ahead | PDF",1792074330]